FACILITATOR GUIDE
Copyright ŠThe Canadian Red Cross Society, May 2009 All rights reserved All rights to reproduce, translate and adapt, in whole or in part, are reserved for all countries. No part of this publication may be reproduced, stored in a retrieval system or transmitted, by any means electronic or mechanical, including photocopying or recording, without prior written permission from the Canadian Red Cross Society. Printed in Canada ISBN 978-1-55104-454-5
Table of Contents 1 2 3 4 5 6 7
Learning Objective Workshop Outline with timings Notes to the Facilitator What happens in this workshop Facilitator’s Tools List of Required Materials INTRODUCTION Opening Exercise Inroduction to Facilitator and Topic Red Cross and Development
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“DEVELOPMENT UPS & DOWNS” BOARD GAME Playing the Board Game 9 Debriefing the Experience 10 Problems and Challenges 11 BREAKING THE CYCLE Identifying Solutions Changing the Cycle 14 Millennium Development Goals 15 Obstacles to Development 17 CONCLUSION ‘Check Your Pockets’ 18 Taking Action / Closure
Learning Objective PURPOSE
To increase public awareness and involvement in improving the conditions of poverty and suffering affecting almost three billion people worldwide
OBJECTIVES
By the end of this session, participants will:
1) be able to explain and link many of the causes of poverty and ongoing vulnerability 2) be able to identify some long-term, sustainable solutions that can break the cycle, as well as some of the very real obstacles which lay ahead 3) understand how they can be involved at a local level to make a difference internationally that will change these vicious cycles to more ‘virtuous’ ones
Workshop Outline with Timings -- 75 mins. PART I INTRODUCTION 1. Opening Exercise 2. Introduction of facilitator and topic 3. Red Cross and Development
15 mins. 7 5 3
PART II DEVELOPMENT UPS & DOWNS BOARD GAME 1. Playing the Board Game 15 2. Debriefing the Experience 5 3. Problems and Challenges 5
25 mins.
PART III BREAKING THE CYCLE 1. Identifying solutions 2. Changing the cycle 3. Millennium Development Goals 4. Obstacles to development
30 mins.
PART IV CONCLUSION 1. “Check Your Pockets” 2. Taking Action /Closure
Breaking the Poverty – Disease Cycle
5 15 5 5 5 mins. 4 1
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Notes to the Facilitator
The deadly poverty - disease cycle in the South or developing countries robs people of their future. A normally healthy subsistence farmer falls victim to disease that is easily preventable in the industrialized world; he can no longer work, so his family goes hungry. A girl, denied schooling, doesn’t learn to read ... but she also doesn’t learn about her body and her rights, limiting her chances of breaking the cycle for her and her future family. A country burdened with internal conflict, international debt and unfair trade conditions is unable to commit adequate money to the healthcare, education and social welfare of its people. A family with no access to work, credit or land must make unhealthy choices that will affect the ability of the next generation to find meaningful solutions to their chronic vulnerability. These are not isolated or exaggerated scenarios – roughly 1.3 billion people must survive on less than one dollar a day ... and a similar number on only two dollars a day.
What happens during this workshop? The Breaking the Poverty – Disease Cycle workshop has been designed for high school aged-participants but can be used with older groups as well. The version outlined here lasts 75 minutes, but the workshop can be longer or stretched over two classes. The workshop begins with a warm up activity—a role play situated in a real country with real people—to set the stage for the examination of people in the South and the development process itself. Participants then play a board game, Development Ups & Downs (similar to Snakes & Ladders), played for 12 minutes in small groups. This experience puts students inside the daily lives of men, women and children in a lesser industrialized country. Through playing, they will discover many of the realities connected to health, education, nutrition, gender, debt, aid, work, and conflict. They then identify and link the various problems that happened during the game, followed by small group work to come up with possible solutions that are then be inserted into the Poverty Cycle, changing the flow of events. A critical examination of the UN Millennium Development Goals (MDGs) for 2015, as well as obstacles and challenges we face in implementing them, help participants understand what the world is doing and not doing in the face of the development needs explored so far. Finally, participants are asked, in a fun way, to identify their relative wealth and good fortune, compared to many in the world—followed by a brainstorm on taking action, locally and globally, individually and together.
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Facilitator’s Tools Your tools for the Breaking the Poverty – Disease Cycle session are the Facilitator Guide, the board game, the handouts, the slides, and the worksheets. They contain everything you need to facilitate this training workshop. They are all available to download from the Canadian Red Cross website. It is important that you develop a base of knowledge around some of the obstacle to development covered towards the end of the workshop — in particular aid, trade and debt — so you can help participants understand their importance in the development process. Facilitator Guide The Facilitator Guide is your reference tool. In order for the training to proceed smoothly, it is essential that you use the Guide in both your preparation process and workshop facilitation. It outlines the training sequence, as well as suggestions for your interventions. It includes the following elements: Top of page: Title of the section Duration of the section Left column: Topic Approximate duration Material required for the topic Right column: Learning activities: instructions for addressing topics, questions to ask, answers sought, key points to emphasize Speaking points are bulleted, whereas instructions to the facilitator are not. Symbols Used
Duration
Handout
Flipchart Slide / Overhead / Visual Breaking the Poverty – Disease Cycle
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List of Required Materials Material
“A Global Portrait – Mariama”
‘Development Ups & Downs’ game boards (download in four sections from website)
Dice (10-12)
Game pieces (for each player)
Felt pens
Sample solution strips Blank strips of paper Cycle of Poverty display poster (make from handout)
‘Lucky Ones’ script
Adhesive gum
Handouts •
No 1: Oval diagram—Consequences
•
and Solutions •
No 2: Cycle of Poverty
No 3: Millennium Development Goals / Obstacles
•
No 4: InfoAction Sheet
Slides •
No 1: Sierra Leone map
•
No 4: Cycle of Poverty
•
No 2: Title
•
No 5: Millennium Development Goals
•
No 3: Oval Diagram
•
No 6: Obstacles
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Introduction
15 minutes
Topic / Duration / Materials
Learning Activities OPENING EXERCISE
Duration: 7 mins
-- some kind of a 'hook' which captures attention, confronts stereotypes, strikes a personal chord, or otherwise makes an impact at the outset. For example: A Global Portrait (Scenario) Before the workshop begins, tape the ‘Mariama’ scenario under a desk or chair.
Slide No 1 Sierra Leone Map
Material: - A Global Portrait: ‘Mariama’ scenario
Ask the students to look under their desk … Then ask the ‘winner’ to stand up and read the scenario, as “Mariama”, clearly and slowly. Ask “Mariama” a few questions: • What are the basic solutions to the health problems this village faces? • Do you think it is possible to immunize every child on earth? What is stopping us? Then ask some (or all) of these questions to the whole group, accepting answers from anyone. • How can children die of such a harmless condition as diarrhoea? • Why doesn’t the Sierra Leone government provide Aisha and the other children in her village with access to immunization programs, clean water and adequate sanitation? • If the family had a larger, more stable income, do you think they would have as many children? • What if none of the first few children had died?
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Topic / Duration / Materials
Learning Activities • What are the main reasons for having so many children? • Are people poor because they have a lot of children? … or do they have a lot of children because they are poor? [In other words, does overpopulation lead to poverty? … or poverty to overpopulation?] • What happens when we deny education to children? … especially to girls? • How can war make life more difficult for children? • …These are some of the development issues, among many, that this workshop will explore. INTRODUCTION OF FACILITATOR AND TOPIC
Duration: 5 mins
Introduce the topic—“Breaking the Poverty-Disease Cycle” o poverty, disease and various factors affecting the quality of life in developing countries o any relevant personal experience or 'story' or ‘stage setting’ Provide some brief background—the “good news” and the “bad news”. • We are making progress—hundreds of millions of people are living better lives than ever before. • However, almost half of humanity is affected by war, disaster, poverty, disease or social unrest of some kind; • … and the gap between those that “have” and those that “don’t have” is widening. • one billion people are living in extreme poverty, barely surviving on less than one dollar a day, according to the UN. • What does that mean? Households cannot meet basic needs to survive, and thus: o are chronically hungry o are unable to get health care
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Topic / Duration / Materials
Learning Activities o have no safe drinking water and sanitation o cannot afford education for their children o perhaps lack even basic shelter—a roof to keep the rain out o and lack basic articles of clothing, like shoes. • Over 2.5 billion people must live on less than two dollars a day—meaning that basic needs are met but just barely. RED CROSS AND DEVELOPMENT • What do you think of when you think about Red Cross?
Duration: 3 mins
• The Red Cross is best known for humanitarian protection and assistance to victims of war and disaster. • But the Canadian and International Red Cross focus on providing impartial assistance to vulnerable people … individuals, households or communities "at risk" from situations related to injury, illness, abuse, neglect, violence, disaster and/or deteriorating socio-economic conditions. • There are over 185 Red Cross or Red Crescent Societies in the world—and much of what we will be exploring in today’s workshop concerns Red Cross activities in many of those countries
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“Development Ups & Downs” Board Game
Topic / Duration / Material
25 minutes
Learning Activities PLAYING THE BOARD GAME Download from Canadian the Red Cross website
Duration: 15 min Material:
The key material that drives the workshop is the board game. You have access to both a colour and a black and white version of the board, depending on your printing capacity.
- Development Ups & Downs board games For either version: - Dice - Game pieces (for each player)
1. Print each of the four quadrants of the board game (8 ½ x 11) in landscape format. 2. Trim and tape the four sheets together, giving you a board that measures approximately 20” x 15” 3. It is advisable to laminate the boards, if you want to use them on an ongoing basis. 4. Then print off the Facilitator Guide and all the materials, handouts and worksheets needed for the workshop (listed in the Facilitator Guide). Playing the board game will generate the ‘experience’ of living in a rural setting in a lesser industrialized country. Put participants into groups of three—if numbers don’t work out evenly, go with some pairs, rather than groups of four. The dynamic works better in three’s. Directions Tell participants that they are about to have an experience of living in a village somewhere in the lesser industrialized world: • 3,000 people • agriculture is the basis of most economic activity • some cottage industries (crafts) • not close to large urban centre • hot, dry climate • recent civil conflict in this country Explain the rules of the game. Many people have probably played 'Snakes & Ladders' at sometime in their childhood. Have the groups read along the instructions with you BEFORE you give out the dice.
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Topic / Duration / Material
Learning Activities As participants play the game, they might tend to get caught up in the competition of winning. Impress on them that it is not a race, and that there are no winners or losers. Encourage them to carefully read and take in the events that happen to them at each turn. It is useful for everyone to read the square information out loud when they land on it — and to read both the ‘ODD’ and ‘EVEN’ possibilities BEFORE they throw again. Let them play in groups of two or three for about 12 minutes—long enough to provide the 'experience' that we will work with, both in the initial stage of debriefing and the subsequent activity. Playing for any longer will not yield any more benefit—and it is good to move on while the participants are still excited about the game’s content. Background for some of the game terminology: Square 17 - ‘tied aid’ — International aid that must be used to buy specific products from the donor country — and these goods are sometimes not appropriate or useful in the receiving country. Square 40 — bio-gas cooker a cooking device that uses animal or human waste to produce a odourless, effective gas. DEBRIEFING THE GAME EXPERIENCE Processing - "What (happened)?"
Duration: 5 min
‘Hot Debriefing • How was that experience? • How many reached the end? • What surprised you? ….Anybody else? • What other experiences did you have? • Were you frustrated? Why? • What kinds of ‘cycles’ did you get caught up in? • What role did “chance” play? In other words, was life ‘fair’? • In a few minutes we will explore the negative things that happened to you …
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Topic / Duration / Material
Learning Activities • But for now, let’s explore some positive things that happened to you? • What were some beneficial events in your life? • Do you think the game reflects some of the realities of village life? PROBLEMS AND CHALLENGES
Duration: 5 mins
This brief step involves providing participants a diagrammatic summary of the problems they faced during the game. While the participants are playing the game, write three headings on the board / flip chart and put two of the more obvious items under each heading. For example: Medical / Health care
diseases, unsafe water
Economic lack of land, international debt Social Conditions armed conflict, children leave school Ask students to collectively — and quickly — contribute as many other ideas as they can—in about 3-5 minutes ! Handout No 1 Oval – Consequences and Solutions
You don’t need to write these suggestions on the board.. After the ‘brainstorm’, just give out the ‘oval’ handout … and ask them, for now, just to look at the consequences— including ones that may not have come out during the collective brainstorm.
Slide No 2 Oval handout
• What we have diagrammed within this oval, in a way, is the probable future i.e. if nothing changes, this will be the reality tomorrow, and the next day, and so on…
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Breaking the Cycle
25 minutes
Topic / Duration / Materials
Learning Activities IDENTIFYING SOLUTIONS •
Now we want to begin to envision a different, possible future… i.e. what could happen if certain conditions were to change.
•
What ‘solutions’ (measures and programs) would you recommend in order to help people in developing countries attain a higher quality of life? Your task is to work on this in your groups.
Duration: 5 mins
Have participants work in the same groups of three that played the game. Two groups of two can be combined, if this works out. Assign each group one of the three categories in the oval: Medical/Health care, Economic, general Social Conditions. Handout No 1 Oval – Consequences and Solutions
Their task is to quickly brainstorm many possible solutions for the problems in their assigned part of the oval handout. Make sure they look at the oval handout under their topic. NOTE: You will need to go around to each group, helping them to go deeper when identifying solutions i.e. “foreign aid”, for example, is too broad … push them to suggest what foreign aid could be specifically used to support. Remind students that the board game highlighted solutions, as well as problems, so ask them to also consider these in their discussion. As well, they can include information from the opening Global Portrait (Aisha), if applicable. CHANGING THE CYCLE
Duration: 10 mins
After their initial “solution brainstorm” is complete, provide participants with two ”somewhat complex” examples that show how a solution can be developed and applied to one of the problems from the board game.
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Topic / Duration / Materials
Learning Activities Provide two examples—one micro and one macro:
Materials: - Sample Solutions Micro and Macro
#1 Micro In the game, Square 45 says: “ Cholera disease is spreading quickly in the village. Your water well is near your outside toilet, so you get sick.” Problem: Poor sanitation leads to the spread of disease— and many people in the world don’t have adequate sanitation, not even an outside toilet or latrine. . Solution: Building latrines (outhouses) to prevent spread of infectious disease The full solution: Establish a program of low-interest (or interest-free) loans for any and all families that want to build a latrine. Provide government or (international) engineers to train villagers to build latrines. Villagers will do the work themselves. Provide other hygiene information / education during construction process (washing hands, boiling water, importance of using latrines, perhaps even HIV/Aids prevention, and so on). #2 Macro In the game, Square 9 points out that international debt makes it difficult for governments to provide basic education to children—and it also mentions that girls are the worst off in terms of education. Square 46 shows how many children have to work to help support the family, and thus are not able to go to school. Problem: The burden of debt repayment makes it difficult for countries to provide needed social services to their people. Solution: Cancel some of the debt but link it to spending on education. The full solution: Developed nations will cancel some significant part of the debt of this country.
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Topic / Duration / Materials
Slide No 3 Cycle of Poverty
Learning Activities The country will guarantee that the money not spent on debt payments will be spent on education— teacher salaries, books & supplies, construction and maintenance). All school fees will be dropped—even a small fee can be a huge barrier to families. Schools will provide food for children attending elementary school as an incentive for families who might normally have to send their children to work. Hand out a Cycle of Poverty sheet to each person.
Handout No 2 Cycle of Poverty
Material: - Cycle of Poverty display poster
Go over the cycle of poverty with them as a large group (using a large display poster version, if possible). NOTE: This is an adaptation of the diagram on Page 347 of the Counterpoint Social Studies text1, so students may be familiar with it already. Show where the “latrine” solution and the “school” solution could be inserted into the poverty cycle — and describe how this would change a few of the stages in the cycle in a positive way. For example, it would improve health situation, which would ensure better child development, which in turn would lead to better performance in school …and so on. Ask each group to take one of their solutions from their brainstorm together—one they are the most interested in— and discuss: • how it could be implemented (such as the loans, training and village workers in the “latrine” example). • How it could address more than one problem with the project • where they would place it in the cycle. • how it would affect a few stages in the poverty cycle from that point on.
Material: - Paper strips
1
Instruct each group to print this solution on a piece of paper (handed out)—using a few words printed in LARGE LETTERS using a coloured felt pen (handed out).
Counterpoints: Exploring Canadian Issues, Cranny and Moles, Prentice Hall, 2001
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Topic / Duration / Materials
Learning Activities Ask someone(s) from each of the groups to come up to the board and place their intervention on the large display version at the entry point they have chosen. Once they are all displayed, ask a few (three—one from each category) of the groups to explain their ‘solution’ in a bit of detail …and then explain what changes in the cycle would or could result from this solution [… just a few stages each…. otherwise it will get quite repetitive.] As they do this, be sure to ask for, draw out, or explain some of the ‘finer’ points. Due to time restraints, other groups will not have the opportunity to present, unless the class time is longer then 75 minutes—and even then, you won’t be able to do all of them. It is still preferable to have more groups with fewer people, as it facilitates more involvement of the students in the task. MILLENNIUM DEVELOPMENT GOALS (MDGS)
Duration: 5 mins
Ask participants to look at the UN Millennium Development Goals (MDGs) for 2015. • •
Slide No 4 Millennium Development Goals
• • •
These are quite common sense—and represent the possible world envisioned by the UN. We in Canada / industrialized countries have already largely reached these basic goals. These are the same goals the world failed to reach for 2000. Do these solutions make sense? Would these solve some of the problems you faced in the board game?
Handout No 3 Millennium Development Goals 2015
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Topic / Duration / Materials
Learning Activities OBSTACLES TO DEVELOPMENT •
Why are many of these basic needs unmet for so many people?
•
The solutions that you just came up with, as well as the UN 2015 Millennium Development Goals, will likely make complete sense or be quite obvious. But yet we don’t see them applied widely enough to address human suffering.
•
Why is this?
Duration: 5 mins
Slide No 5 Millennium Development Goals
Here we want to get participants to consider some of the obstacles that seem to prevent the world from applying the above interventions. The following ten obstacles and realities are listed under the UN MDG in the handout.
Handout No 3 Obstacles to Development
Some key obstacles to draw out: Lack of money for social (public) spending, especially on health care and education o falling international aid o high debt burden o unfair trade conditions (barriers, subsidies) o high military spending Existing social realities o natural disasters o environmental degradation … an increasingly critical factor o conflict o disease (HIV/Aids, TB, malaria, water-borne) o lack of education (especially girls) o unstable or ineffective governments If there is time, give some key points around a few of the obstacles. Otherwise, just bring their attention to the list, for future reference. For example:
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Topic / Duration / Materials
Learning Activities 1) falling international aid • In 1969, developed nations pledged to provide point zero seven of one per cent(0.7%) of their GNI (Gross national Income) to international aid • Only a small handful of Northern European nations, such as Sweden, Denmark and Norway, have ever acheived this goal • Other European nations have issued pledges to reach this target soon. • Canada has never made it—in 2006-07, Canada's official development aid was about 0.33 per cent2 of our GNI, or half of what we should be giving. 2) high debt burden • There are about 41 nations ‘crippled’ by debt. But of the 22 nations receiving debt relief3, three-quarters will be spending over ten per cent of government revenue on debt this year. Sixteen countries will be spending more on debt than on the health of their citizens, and 10 will be spending more on debt than on primary education and health combined. • Debt diverts money away from social spending and towards interest payments. • Honduras and Nicaragua are both classified as Highly Indebted Poor Countries (HIPCs). 3) unfair trade conditions (barriers, subsidies) • Europe, the US and Japan subsidize their agricultural industries (and some others), which makes the prices artificially lower than those from the developing world. • Most developed countries place tariffs on imports of products from developing countries 4) little international action on reducing greenhouse gas emissions and environmental degradation • Kyoto Accord became binding international agreement in Feb. 2005 • Intergovernmental Panel on Climate Change confirmed in Feb. 2007 that human activity is definitely linked with climate change. • Slow development of alternative fuel sources (solar, wind, hydrogen)
2 3
Canadian Council for Internatuional Cooperation www.ccic.ca (Make Poverty History link) www.oxfamamerica.org
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Conclusion
5 minutes
Topic / Duration / Materials
Learning Activities “CHECK YOUR POCKETS” • How many of you consider your family wealthy?
Duration: 4 mins
Ask them to look in their wallet or purses or pockets. • Can someone tell me one thing you have?…a healthcare card. How many have one of these? • Can someone else tell me another thing? …and another? …
Material: - We are the Lucky Ones
Some of the items you will ‘fish’ for are: provincial healthcare card drivers’ license credit card bank card money library card video store card gym card social insurance card bus pass / school ID Ask them what these things mean or represent in our lives. For instance: o A library card means you are literate. o A driver’s license means you have a home and access to a vehicle. o A bus pass / school ID means you attend school … for free, usually. o Many things could indicate you have free time to relax, enjoy, learn, etc. o A healthcare card means you have health insurance. o A social insurance card means you have already begun a pension program. Now read out “We are the Lucky Ones” passage--pointing out that our position puts us into a situation to be able to help.
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Topic / Duration / Materials
Learning Activities TAKING ACTION / CLOSURE What is the Preferred Future?
Duration: 1 min.
… AND the future world we are willing to help work towards. Now we want to begin to consider our role in bringing about a better and preferred future for those who lack the basic needs… a future that we want for people.
Handout No 4 InfoAction
Offer students an INFOACTION handout, containing the “Where Can I Get More Information?” / “What Can I Do?” sections, which outline options available for continued learning, volunteering, and taking action locally to make a global difference. Finish by referring back to ‘Mariama’ from the opening exercise. Ask how her life would improve significantly if some of the solutions we have explored today — large or small , often simple but not always easy — were applied in her village.
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